Tara Kirton

Dr. Kirton holds an EdD in Curriculum and Teaching with a specialization in Early Childhood Education from Teachers College, Columbia University. She has held various positions in early childhood education over the past twenty years. Dr. Kirton began her teaching career at a private nursery school in Manhattan. While working as a preschool teacher she developed a strong interest in supporting children with dis/abilities and later worked as a special education itinerant teacher (SEIT) providing support for children with Individualized Education Programs (IEPs). As a SEIT Dr. Kirton advocated for young children with dis/abilities to have access to joyful learning experiences every day and to be fully integrated into their classroom environment. She has partnered with parents and caregivers as they navigate the IEP process and advocate for their children.

Dr. Kirton’s partnership and collaboration have also extended to school administrators, teachers, and therapists to consider various approaches to support learning and development. She has written curriculum, facilitated workshops to help educators center and affirm racial and cultural identity, and coached early childhood teachers through ongoing professional development opportunities on play based learning in kindergarten through 2nd grade. Dr. Kirton taught courses and supervised pre-service and in service teachers in early childhood and special education at Bank Street College, The Center for Worker Education at City College, CUNY, and Teachers College, Columbia University.

• Ed.D. Curriculum & Teaching, Early Childhood Education, Columbia University
• M.S.Ed. Early Childhood Special and General Education, Bank Street College
• M.A. Public Communications, Fordham University
• B.A. English, State University of New York at Albany

• Supervised Practicum in Early Childhood
• Early Childhood Curriculum
• Early Childhood Student Teaching Seminar

• early childhood education
• education policy
• disability studies
• culturally responsive pedagogy
• racial literacy development
• critical childhoods
• teacher education
• qualitative methods

Selected Publications:

• Kirton, T., & Caton, L. (in press). Beyond the pages: Confronting race and representation in early childhood education. In Faragó, F., Escayg, K., & Husband, T. (Eds.), Anti-Racism in Early Childhood Education: Challenging Whiteness to Implement Just Practices. (pp. XX-XX). Teachers College Press.
• Kirton, T. (2023). “I cannot do this anymore”: A teacher educator responds to the COVID‐19 and racism pandemics of 2020. Gláuks: Revista de Letrase Artes. 22(2), p. 59‐80. https://revistaglauks.ufv.br/Glauks/article/view/184/239
• Kirton, T., (2023). Septima Clark and the fight for civil rights. AAIHS. https://www.aaihs.org/septima-clark-an-unsung-hero-in-the-fight-for-civil-rights
• Kirton, T. (2023). Preschool suspensions are harmful — and surprisingly common. Chalkbeat. https://www.chalkbeat.org/2023/1/18/23559188/preschool-suspensions-expulsions-harmful-common/
• Kirton, T. (2021). Fighting for justice in education: How schools can lead the change towards a more equitable world. Occasional Paper Series, Vol. 46 – Bank Street College of Education.